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What spoken

language
demands will
there be?

What listening
tasks will there
be?

What texts will


the students be
reading?

What written
text types will
there be?

* Class discussiondifferences
between narrative
and informative
text
* Pairs share
findings-how they
classified a text
*Oral predictions
about Piggybook

* Listening to the
teacher read
extracts of a few
classroom texts
and Piggybook
* Listening to
peers how they
classified a text
* Listening to
teacher & class
discussion ideasstructure of a well
known narrative
Three Little Pigs

* Extracts of
classroom texts
(for analysis)
* Piggybook

* Written
classification of
texts
* An outline of
Three Little Pigs
(characters,
setting, events,
resolution)

* recall
Piggybook
* Class discussionsetting,
characters,
events, resolution
of Piggybook
* Pairs retell
Piggybook to
class
* Class discussionstructure of a
narrative

* Listening to the
teacher read
Piggybook
*Listening to class
discussionsetting,
characters,
events, resolution
of Piggybook
* Listening to
peers retelling
Piggybook
* Listening to

* Piggybook
* Students
narrative plans

* Written retelling
of Piggybook
* structure of a
narrative
* Students
narrative plans

What aspects of
grammar will
the students be
expected to
use?
* past tense
* Sequence of
events
* verbs to refer to
events

* past tense to
describe events of
Piggybook
* Connectives to
sequence events

What specific
vocabulary does
the topic require
students to
know?
narrative
informative
classify
characters
setting
events
resolution

orientation
complication
sequence of
events
resolution

* Sharing of
students
narrative plans
* Teacher and
class recall
Piggybook
* Class discussionstructure of
Piggybook
* Class discussionverbs in
Piggybook
* Teacher and
students read the
first two pages of
Piggybook
* Students read
the orientation of
their own
narratives

peers narrative
plans
* Listening to
class discussionstructure of
Piggybook and
verbs/variations of
the verb in
Piggybook
* Listening to the
teacher/students
read the first 2
pages of
Piggybook
* Listening to
peers orientations
of narratives

* Piggybook
* Students
orientation of their
own narrative

* different types of
verbs
* Class orientation
of a narrative
* Students
orientation for
their narratives

* different types of
verbs (doing,
thinking, relating
and saying)

left
demanded
took
eaten
enjoyed
became
squealed
snuffled
mended
grunted
greet

* Students identify
characters in
Piggybook and
adjectives to
describe these
characters
* Students read
the complication
and sequence of
events of their
own narratives

* Listening to a
partner reading a
character profile
* listening to
peers narratives
so far

* Character profile
* Students
complication and
sequence of
events of their
own narrative

* adjective list for


characters in
Piggybook
* Character profile
* Students
complication and
sequence of
events for their
own narrative

* adjectives to
describe
characters
* tense
(past/present/futur
e)

important
horrible
grumpy
messy
selfish
hard-working
lazy
neat

* Students present
an oral book
report on
Piggybook
* Class discussionsuggest the ways
to resolve
complications for
students
narratives

* Listening to the
teacher explain
strategies for an
oral book report
* Listening to
peers presenting
oral book reports
* Listening to
peers narratives

* Oral book report


on Piggybook
* students
resolution of their
own narrative

* Oral book report


on Piggybook
* Brief outline of
events in
Piggybook
* Students
resolution of their
own narrative

* nouns and
pronouns to
identify characters
* tense
(past/present/futur
e)

He/she/they
** Vocabulary
list from Days 3
and 4

* Teacher and
students read
Piggybook
* students read
their own
narrative to a
partner
* Students discuss
and plan for a
dramatic group
performance of
Piggybook

* Listening to
peers narratives
* Listening to
peers in planning
a dramatic
performance of
Piggybook

* Piggybook
* Students own
narratives

* Narrative draft
for stage 1
students

* tense
(past/present/futur
e)

* Students identify
similarities and
differences
between The
Little Refugee and
Piggybook
* Answer
questions about
The Little

* Listening to the
teacher read The
Little Refugee
* Listening to
similarities and
differences
between The
Little Refugee and
Piggybook

* The Little
Refugee

* Students
narrative for stage
1 students

* tense
(past/present/futur
e)
* textual
meanings

*
*
*
*
*
*
*
*
*

orientation
complication
sequence of
events
resolution

faraway
crowded
stank
crammed
dangled
tossed
afford
miserable
precious

Refugee
* Teacher and
students read
sections of the
text to answer
questions
* Small group
discussion-textual
and visual
meanings in The
Little Refugee

* Listening to
peers responses
to questions about
The Little
Refugee
* Listening to
sections of The
Little Refugee
* Listening to
group members
discussing the
textual and visual
meanings in The
Little Refugee
* Listening to the
teacher explaining
ways to solve
writing issues

* Read Piggybook
with the teacher
* Identify
connectives used
in Piggybook
* Pairs share work
with the class
use of connectives
* Students read
their narratives to
their partner

* Listening to the
teacher and
themselves read
Piggybook
* Listening to the
teacher explain
connectives
* Listening and
watching the
teacher editing
narratives
* Listening to a
partners narrative

* Piggybook
* Students own
narratives

* link sentences
with correct
connectives
* Editing students
own narratives

* connectives

*
*
*
*
*
*
*
*
*

and
before
after
then
when
because
although
however
so

for any correction

* Small group
discussionidentify as many
clauses in
Piggybook
* students and
teacher describe
layout and
publishing ideas
* Students read
their narratives
with fluency and
expressions
* Group
performance of
Piggybook

* Listening to the
teacher read
Piggybook
* listening to the
teacher describing
clauses
* Listening to
findings of other
groups-clauses in
Piggybook
* listening to the
teacher/students
describing layout
and publishing
ideas
* Listening to a
partner read
his/her narrative
with fluency and
expressions
* Group
performance of
Piggybook

* Piggybook
* Classroom
picture books
* Students own
narratives

* Underlining noun
and verb in
clauses
* illustrating for
students
narratives

* Clause
* noun
* verb

* Class discussionpurpose and


meaning of the
text in The True
Story of the Three
Little Pigs

* Listening to the
teacher read The
True Story of the
Three Little Pigs
with fluency and
expressions

* The True Story of


the Three Little
Pigs
* Students own
narratives
* Students

* Students
reflectionsnarratives

* Past tense to
describe what
students have
learnt

*
*
*
*
*
*

left
demanded
took
eaten
enjoyed
became
squealed
snuffled
mended
grunted
greet

diet
huffed
snuffed
honour
porker
sackful

* Students read
their own
narrative to a
partner with
fluency and
expressions
* Students read
their narratives to
Stage 1 students
* Students recap
what they learned
about narratives
* Students share
their reflections
with the class
* Group
performance of
Piggybook

* listening to a
partner reading
his/her narrative
for stage 1
students
* Listening to
recap of
narratives
* Listening to the
teacher explain
how to write
reflections
* Listening to
peers reflectionsunderstanding of
narratives learned
in the unit
* Group
performance of
Piggybook

reflections

* jazzed up
* loan